Anticipatory Set The teacher presents five pictures that show the

different stages in the life of a pet. He/she asks the class

to arrange them chronologically and provide captions
that will describe each picture.
Objective and Purpose The teacher states the objective of the lesson: to know
what a timeline is and how it is used in presenting
important events in one’s life.
Input The teacher presents the lesson through discussion or
storytelling
Modeling The teacher presents his/her own timeline which
contains five important events in his/her life.
Checking for The teacher asks the class:
Understanding 1) What is a timeline?
2) What does it look like?
3) How can it be used to present one’s story?
Guided Practice The teacher provides a worksheet with a timeline
already drawn and students have to supply it with five
events that happened to them in the past week or
month. He/she roams around the classroom to check the
students’ work and provide immediate feedback.
Independent Practice The teacher gives an assignment instructing students to
create their own timeline which features eight important
events in their life from birth to present. He/she may
require students to be more creative in the construction
of their timeline.

Inquiry Model
Ellis (2010) defines inquiry as an investigative process based on the examination
of evidence, often using questioning, hypothesis testing, and data gathering to arrive
at an evidence-based conclusion. Introduced by John Dewey in the 1920s, this model
is one of the most common indirect approaches in social studies instruction and is also

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often used by social scientists in the conduct of historical, anthropological, and
sociological research.
The use of the inquiry model in social studies has some benefits. Because it is a
student-centered approach, it can increase student motivation and active participation
especially if the questions posed by the teacher are interesting and challenging. It also
promotes the development of research skills and the use of critical thinking since
students are asked to use multiple sources to arrive at valid conclusions. In topics with
real-world applications, students are also trained to solve practical problems using the
scientific method. Perhaps the main challenge for teachers who use this model is time
allotment. It Is impossible to use the inquiry model in every lesson because it is highly
possible that the teacher will fail to cover the curriculum for the school year. Also while
the process is student-centered, it is important to note that teachers should actively
guide the students in their search for answers. This holds true especially for the lower
elementary grades, to ensure that they will arrive at valid conclusions.
There are many inquiry models that can be used by social studies teachers. An
example of this is from Banks (1990) who outlined the following steps:
1. Pose a question for inquiry. Make sure that the question can be answered using
data and evidence.
2. Encourage students to formulate hypothesis. Use observations, prior
experiences, and logic to arrive at as many hypotheses as possible.
3. Gather and analyze data. Be involved in the data collection process to ensure
that students will draw valid and reliable conclusions.
4. Determine whether to accept or reject the hypotheses based on the
conclusion. Have students publicly present the inquiry process and their findings.
How do we apply the inquiry model to an elementary social studies class? The
table below shows and example of the step-by-step procedure using Banks’ model. The
topic is “Ang katangiang Pisikal ng Aking Bansa,” the level is grade 4, and the
competency is “Nailalarawan ang bansa ayon sa mga katangiang pisikal at
pagkakakilanlang heograpikal nito.”
Process Application
Pose a question for inquiry. The teacher asks the central question:

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 Ano ang katangiang pisikal ng Pilipinas?
Encourage students to formulate Students will share their hypothesis,
hypothesis. examples of which are:
Hypothesis A: Ang Pilipinas ay
napaliligiran ng tubig.
Hypothesis B: maraming bundok sa
Pilipinas.
Hypothesis C: Mas malaki ang Pilipinas
kaysa Estados Unidos
Hypothesis D: Mainit sa Pilipinas
Gather and analyze data Divide the class into small groups and
assign them different tasks
Group 1: Pagsusuri ng mapang
topograpikal ng Pilipinas
Group 2: Pagsusuri ng kinalalagyan ng
Pilipinas sa mapa ng daigdig
Group 3: Pagsusuri ng mga larawan ng
mga anyong lupa at anyong tubig sa
Pilipinas
Group 4: Pagsusuri ng mga larawan ng
mga likas yaman ng Pilipinas
Group 5: Pagbabasa ng talata tungkol sa
heograpiya ng Pilipinas

Determine whether to accept or reject Students report their findings in front.

the hypotheses based on the conclusion Afterward, the class decides which
hypotheses are accepted and rejected
based on their research.

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Cooperative Learning Model
Chapin (2013) defines cooperative learning as a popular instructional approach
in which small groups of students work together toward a common learning goal. Since
schools are tasked to develop not only the cognitive capacities of students but also
their social and interpersonal skills, many teachers utilize this model in their instruction.
Cooperative learning promotes positive relationship with peers and trains student to
collaborate with people, skills that are very much needed in the real world. It also
fosters individual accountability with teachers emphasizing that everyone should
equally contribute, and free riding should be discouraged. Moreover, it can be used
with other instructional models such as direct instruction and inquiry. Examples of
learning activities that fall under this model are jigsaw, brainstorming, and role-play.
In planning cooperative learning, Chapin (2013) suggests to consider the
following elements:
1. Objectives and tasks. Ensure that cooperative learning is compatible with the
objectives. Come up with challenging and rewarding tasks that will require many skills
and discourage the dependence on one or two people.
2. Size of the group and the method of assigning members. Experts have
different opinions on the ideal size of groups. Cohen (1994) suggests not more than
five while Kagan (1994) believes the perfect number is four. In any case, teachers
should make sure that the group is not that large with the tendency to discourage other
members from participating in the tasks. Also, teachers should implement
heterogeneous grouping and ensure that there is a fair distribution of abilities and
gender in the groups.
3. Roles. Teachers should ensure that members of the group have roles to play.
Examples of such roles are facilitator/leader, recorder/ secretary and monitor/checker.
Roles may be assigned by teachers or decided but the students. Corresponding tasks
should be emphasized, and self and peer evaluation should be implemented to ensure
accountability. Roles should also be rotated to give opportunities for growth to every
student.

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4. Room arrangement and materials. Groups must be seated near each other to
allow ease of communication. Group materials should also be tended by members of
the group to foster accountability and responsibility.
An example of the cooperative learning model is the Student Teams-
Achievement Division or STAD. This model promotes individual accountability and
teamwork through the following procedure:
1. Direct Instruction. The teacher enumerates the objectives and presents the lesson
through lecture, discussion, or demonstration.
2. Teams. The class is divided into heterogeneous small groups. Members should help
one another in understanding the lesson presented by the teacher and ensure each
other’s mastery with the help of teacher-made worksheets.
3. Quiz. After the group session, students, are given individual quizzes.
4. Individual Progress Score. Scores in the present quiz will be compared to scores
in the past exams. Students with increased scores earn corresponding points to their
team.
5. Team Recognition. Teams that reach or go above the set criterion score will
receive recognition through awards, certificates, special privileges, or bonus points.
How do we apply the STAD to an elementary social studies class? The table
below shows an example. The topic is “Mga Patakaran at Programa ng mga Pangulo
bilang Pagtugon sa mga Hamang sa Kasarinlan,” the level is grade 6, and the
competency is “Nasusuri ang mga patakaran at programa ng pamahalaan upang
matugunan ang mga suliranin at hamon sa kasarinlan at pagkabansa ng mga Pilipino.”
Process Application
Direct Instruction The teacher presents the objectives and
discusses the lesson with the use of
charts, tables, and graphic organizers to
highlight the policies and programs of
each administration.
Teams The class will be asked to work with their
teams (assigned at the beginning of the

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 quarter) and compete an individual
worksheet that summarizes the lesson.
Quiz The teachers gives an individual quiz.
Individual Progress Score Scores of students in the quiz will be
compared to the average score of their
past quizzes. Those who got an increase
in score will be given 5 points for their
team.
Team Recognition At the end of the quarter, teams who got
a score of 100 and above will be given an
additional one point in their final grade.

Experience
Observe an elementary social studies classroom. Answer the following questions based
on your observation.
1. What instructional model is used in the lesson? Support your answer.
_____________________________________________________________________
_____________________________________________________________________
2. What learning activities are given by the teacher? Do they adhere to the instructional
model?
_____________________________________________________________________
3. Is the instructional model effective in the achievement of the learning objectives?
Why or why not?
_____________________________________________________________________
4. If you are the teacher, what instructional model will you use? Explain.
___________________________________________________________
___________________________________________________________
___________________________________________________________

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Assess
I. True or False. Write T if the statement is True and F if the statement is False.
___1. An instructional model is comprised of teaching strategies and procedures used
to facilitate student learning.
___2. Direct instruction is applicable only to the teaching of basic facts and
information.
___3. The inquiry model trains students to use the scientific method to arrive at
conclusions.
___4. Cooperative learning model can be used alongside direct instruction and inquiry
models.
___5. The Hunter’s Seven-Step Model is an example under the inquiry model.

II. Complete the table.

Model Description Benefits Procedures
Direct
Instruction
Model

Inquiry Model

Cooperative
Learning Model

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___________________________________________________________
Challenge
1. Choose one grade level in the Curriculum Guide for Social Studies 1 to 6. Which
topics in that grade level could best be taught through direct instruction, inquiry, and
cooperative learning? Give at least two lessons for each model and explain your answer.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Many teachers in the Philippines rely on the direct intuition model in teaching social
studies. What do you think is the reason for this? What can be done to promote other
models of instruction such as inquiry and cooperative learning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Harness
Choose a particular topic in Social Studies 1-6. Write a unit or lesson plan that adheres
to one of the instructional models. Enumerate the procedures and explain how you will
approach the topic using the model.
1. Instructional Model
2. Topic:
3. Grade Level:
4. Competency/ies:
5. Procedures and Application:

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 MODULE 8
DEVELOPING LESSON PLANS FOR SOCIAL STUDIES
Think
In the previous chapters, you have learned that instructional planning is vital in the
teaching and learning process. After learning about the things that should be
considered in planning and the different models that can be adopted in planning for
social studies lessons, you should familiarize yourself with the instructional plan that is
required for most teachers - the lesson plan.

General Formats of a Lesson Plan

Zarillo (2007) classified lesson plans into two general formats: the comprehensive
lesson plan and the abbreviated lesson plan.
1. Comprehensive Lesson Plan
A comprehensive lesson plan contains a detailed description of the steps in the teaching
and learning process. Sometimes, even the unexpected responses of students are
included to help teachers envision the flow of discussion. Usually, this type of format
serves a major requirement for education students in method courses and student
teaching. While it is indeed time-consuming, the preparation of a comprehensive lesson
plan is an integral part of learning how to teach. It aids teachers to be familiar with
every part of the lesson, ensures that the teaching process is arranged in a logical
sequence, and guarantees that roadblocks in learning are minimized or eliminated.
In the Philippines, an example of this format is the Detailed Lesson Plan (DLP) which
is mandated through DepEd Order No. 42, s. 2016. The DLP is considered as a teacher’s
road map for a specific lesson, containing a detailed description of the processes he or
she will do to teach a particular topic. Based on the said DepEd Oder, the following are
required to prepare DLPs:
a. Newly-hired teachers without professional teaching experience. They are required to
accomplish DLPs during their first year. If they got a rating of Very Satisfactory at the
end of the year, they will not be required to do DLPs on their second year onwards.

69
However, a rating of Satisfactory will mean that they have to prepare DLPs until they
receive a Very Satisfactory rating
b. Teacher applicants
c. Master teachers who will conduct demonstration teaching
d. All teachers handling a subject integrated with new content

2. Abbreviated Lesson Plan

In contrast to a comprehensive lesson plan, an abbreviated lesson plan contains less
details. This format is usually utilized by more experienced teachers as a substitute for
comprehensive planning, especially in lessons that do not require major preparation.
Instead of describing the detailed process, teachers may opt to create grids that will
outline their learning activities for a particular day or week. Another method is to use
three column sheets that feature a listing of objectives, teaching sequence, and
materials/ resources. While an abbreviated lesson plan takes less preparation time, it
still requires great care and thought to develop.
In the Philippines, an example of this format is the Daily Lesson Log (DLL), which
is also mandated through DepEd Order No. 42, s. 2016 The DLL serves as a grid
template where teachers input the different parts of the lesson. The template provided
by the Department of education covers a week’s worth of lessons. Teachers who have
been in the education service for at least one year are instructed to write DLLs instead
of the Detailed Lesson plan.
Important Components of Lesson Plan
The DLP and the DLL have the same six components: Objective, Content,
Learning Resources, Procedures, remarks, and reflection. The basic difference is the
mode of preparation. DLPs are prepared daily while DLLs are submitted weekly. The
template of the DLL below is provided by the Department of Education and is used by
public school teachers in the Philippines.

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71
1. Objectives. As stated in Chapter 2, teachers may develop specific objectives for a
given lesson. But they need to ensure that these are aligned with the content
standard, performance standard, and competency, thus the need to indicate these
three in the lesson plan.
In writing objectives, teachers should ensure that they are specific and measurable
and describes what the students should know or be able to do. Objectives should also
tap not only rote memorization and basic understanding but also critical and creative
thinking.
2. Content. The content part states the actual topic or subject that will be discussed
for the day or the following days.
3. Learning Resource. In this part, teachers list down the references that they used
in the development of the lesson: learner’s module, teaching guide, textbooks, and
other sources of information. The materials that will be used, such as visual aids,
media equipment, and manipulatives, should be noted so that teachers can check if
everything is prepared for their lesson.
4. Procedures. The procedures portion is the longest part of the lesson plan. It
contains the steps and activities that will be done to achieve the objectives. In
preparing a DLP, teachers divide the procedures portion into three parts: Before the
Lesson, During the lesson, and After the lesson.
A. Before the Lesson. This includes the activities that will be done at the beginning
of the lesson. In this part, teachers may do any of the following:
i) Review of the previous lesson;
ii) Introduction of the new lesson
iii) Presentation of the connection between the previous and the new lesson; and
iv) Statement of the learning objectives.
It is also important for teachers to conduct a diagnostic assessment to find out
what students already know about the topic. Examples of strategies that teachers can
use are Pre-test, K-W-L Chart, Checklist, Self-evaluation, and Questioning.
Since this is also the beginning of the lesson, there is a great need for teachers
to motivate students and emphasize to them why learning the topic is important. As

72
such, teachers should implement start-up or warm-up activities that capture the
students’ interests and attention at the beginning of the lesson.
B. During the Lesson. As the body of the lesson, this is the main part where the new
topic is presented. Aside from direct instruction, teachers should provide various
activities that will help students attain mastery and understanding. This ongoing
process of activities, feedback, and assessment is known as formative assessment,
which is essential for both students and teachers to know if learning takes place. Some
examples of formative assessment are Check-up Quiz, Practice Work, Think-Pair-Share,
and journal Entry.
C. After the Lesson. This serves as the closure of the lesson. Teachers and students
wrap up the discussion by doing any of the following:
i) Application of the lesson to real-life situations;
ii) Summary, generalizations, and conclusions
iii) Summative assessment; and
iv) Homework.
To ensure that the instructional objectives are attained, it is important for
teachers to conduct a summative assessment at the end of the lesson. This may come
in the form of a Chapter test, Performance Exam, Homework, and other assessment
strategies.
In the DLL template, the Department of Education outlines 10 steps under the
Procedures which can also be categorized under the three parts of lesson. It is
important to note, though, that these steps are mere suggestions; flexibility is allowed
in the delivery of the procedures. Teachers don’t need to go through all the steps but
they have to ensure that the instructional objectives are successfully attained.
5. Remarks. In this part, teachers indicate whether they have finished the lesson or not
within the given time frame. If the lesson will be continued for the next meeting, they
write specific reasons such as re-teaching, inefficient time, class suspension, and other
instances.
6. Reflection. As reflective practitioners, teachers should asses their instruction, filling
out this portion right after the delivery of the lesson. They may use the following
questions as a guide in their self-evaluation.

73
 A. How many learners earned 80% in the evaluation?
B. How many require additional activities for remediation? Did the remedial lessons
work? how many were able to catch up with the lesson? How many require
continuous remediation?
C. Which of my teaching strategies worked well? Why did this work?
D. What difficult did I encounter which my principal or supervisor can help me solve.
E. What innovation or localized material did I use/discover which I wish to share with
other teachers?

Some Tips In Developing a Lesson Plan

It will be helpful to keep these tips in mind to further improve your lesson plan.
1. Be familiar with the different instructional models in social studies. The format of
your procedures will greatly depend on the instructional model that you will use.
2. Use an outline in your lesson plan, refrain from writing long narratives and utilize
differences in front size and types to make a reader-friendly plan.
3. Indicate the time allotment for every acclivity to help you manage the schedule
and maximize students’ time for learning.
4. Provide clear transitions from one subtopic to another, this will aid students in
understanding the interconnectedness of the concepts and ideas.
5. Include a variety of activities and minimize teacher talk to sustain students;
attention, also, every activity should be processes afterward with the students so
that they will see its relevance in the learning process
_____________________________________________________________________
Experience
Research sample elementary social studies DLPs and DLL on the internet, Answer the
following questions:
1. What are the contents of the DLPs and DLL are they consistent?
2. What instructional model was used? How was it manifested in the procedure?
3. Is the lesson plan well written? Can this be further improved? If yes, how?
Assess
I. True or False. Write T if the statement is true and F if the statement is false.

74
______1. The DLL is an example of a comprehensive lesson plan while the DLP is an
example of an abbreviated lesson plan
______2. Based on DepEd Order No. 42, s 2016, all teacher are required to write a
lesson plan.
______3. Diagnostic assessment is done in the During the Lesson phase of
instruction.
______4. One source of reflection for teachers is the percentage of learners who
earned 80% in the evaluation.
______5. Long narrative writing in lesson planning is encourage to make your plan as
detailed as possible.
Challenge
Compare and contrast the comprehensive lesson plan and the abbreviated lesson plan
through a Venn diagram.

_____________________________________________________________________
Harness
Read the K to 12 Curriculum Guide for Social Studies and choose one lesson from Grade
1 to 6. Develop lesson plan or daily lesson log by filling out the following components.
Grade Level
Learning Area
Quarter

I. Objectives

Content Standard

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 Performance Standard

Learning
Competencies/Objectives

I. Content

III Learning Resources

References

Other learning
Resources
III. Procedure

Before the Lesson

During the Lesson

After the Lesson

Unit III
Instructional Strategies for Social Studies
Many students perceive Social Studies as a boring subject. Perhaps one reason that
can be cited for this perception is that many educators rely too much on lectures as
the primary way of teaching the subject to their students. While this strategy has its
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merits given the breadth of the content, it is important for teachers to acknowledge
that there is a wide array of teaching strategies that will not only make Social Studies
more fun for students but will also hone their critical thinking, affective, and
psychomotor skills.
In this unit, you will be exposed to ten instructional strategies that you can employ in
developing a Social Studies lesson. These are lecture discussion, use of graphic
organizers, inquiry-based teaching, case study, jigsaw, panel discussion, technology-
based interactive teaching strategy, roleplay and stimulation, field studies, and service
learning. Aside from being presented with its origins, theoretical underpinnings,
strengths, and limits, you will also be guided as to how these strategies can be used in
actual Social Studies elementary lessons. At the end of the unit, it is expected that you
will be able to develop your own set of detailed lesson plans that incorporated the given
strategies.

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